本文選題：生物學(xué) + 初中��； 參考：《內(nèi)蒙古師范大學(xué)》2017年碩士論文

【摘要】：情商教育是指在情緒智力理論的指導(dǎo)下,結(jié)合教育學(xué)理論基礎(chǔ),關(guān)注學(xué)生情緒智力的發(fā)展,提高學(xué)生情商的教育理念。生物學(xué)課程是貫穿整個中學(xué)教育的基礎(chǔ)性課程,在生物學(xué)教學(xué)過程中融入情商教育有利于培育學(xué)生的科學(xué)素養(yǎng),促進其全面發(fā)展,包括智商情商的發(fā)展,并保障其身心健康。本研究以山東省單縣實驗中學(xué)初一兩個班的學(xué)生為研究對象,通過問卷調(diào)查、教師訪談等方法,了解學(xué)生的情商狀況,分析存在的問題后,運用創(chuàng)建和諧課堂、靈活使用教材、改進評價方式、利用生物學(xué)實驗等策略在生物教學(xué)過程中滲透情商教育于教學(xué),并進行了案例分析、學(xué)生訪談和問卷調(diào)查,對研究前后學(xué)生情商狀況數(shù)據(jù)進行對比分析。主要研究結(jié)果如下:(1)在生物課教學(xué)中滲透情商教育應(yīng)用研究之前,學(xué)生的總體情緒智力的平均分為2.72,說明學(xué)生的情商總體上呈現(xiàn)正向趨勢,但情商各因素之間發(fā)展不平衡,各因素平均值由高到低依次為人際成分(3.16)、適應(yīng)性成分(2.76)、壓力管理(2.68)、個體內(nèi)部成分(2.26)。(2)通過一學(xué)期的滲透情商教育實踐,學(xué)生的情商水平有所提高,總體情緒智力平均分在滲透前后差異極顯著(T=3.45,P0.01)。個體內(nèi)部平均得分(T=2.17,P0.05)及壓力管理平均得分(T=2.47,P0.05)在滲透前后差異均顯著,學(xué)習(xí)興趣及語言表達能力也有所提高。人際方面和適應(yīng)性方面在滲透前后差異不大,但學(xué)生分析及解決問題的能力較之前有所提高。(3)在應(yīng)用研究過程中與學(xué)生進行交流,發(fā)現(xiàn)其交流能力較之前有很大提高,言語中表現(xiàn)出對學(xué)習(xí)和生活的自信,其情緒狀態(tài)良好,并愿意與其他同學(xué)分享互助,班級成員相處融洽,課堂氣氛活躍。綜上所述,生物課教學(xué)中滲透情商教育應(yīng)用研究實施后,豐富了初中生物教學(xué)內(nèi)容,學(xué)生學(xué)習(xí)生物課興趣明顯提高,自主學(xué)習(xí)能力增強,整體情商狀況得到改善,促進了學(xué)生的全面發(fā)展,提升了生物課教學(xué)質(zhì)量,實現(xiàn)了三維教學(xué)目標,教學(xué)過程中滲透情商教育可行有效。也為更好發(fā)展生物教學(xué)滲透情商教育的教學(xué)改革提供了基礎(chǔ)數(shù)據(jù)。
[Abstract]:Under the guidance of emotional intelligence theory and the theoretical basis of pedagogy, EQ education focuses on the development of students' emotional intelligence and improves students'EQ. Biology course is the basic course that runs through the whole middle school education. The integration of EQ education in biology teaching process is beneficial to cultivate students' scientific literacy, promote their all-round development, including the development of IQ EQ, and ensure their physical and mental health. This research takes the students of the first and second grade in Shanxian Experimental Middle School as the research object, through questionnaire survey, teacher interview and other methods, to understand the situation of students' emotional quotient, to analyze the existing problems, to create a harmonious classroom, flexible use of teaching materials. The evaluation method was improved and EQ education was infiltrated into biology teaching by using biological experiment strategy. Case study, student interview and questionnaire survey were carried out to compare and analyze the data of EQ status before and after the study. The main results are as follows: (1) before permeating the applied research of EQ education in biology teaching, the average score of students' total emotional intelligence was 2.72, which indicated that the students'EQ showed a positive trend in general, but the development of EQ was not balanced among the factors. The average value of each factor from high to low was interpersonal (3.16), adaptability (2.76), stress management (2.68), and internal component (2.26). (2). The average score of total emotional intelligence was significantly different before and after osmosis (T _ (3.45) P _ (0.01). There were significant differences before and after infiltration between the two groups in the mean scores of internal (TX 2.17) and stress management (TX 2.47 P 0.05), as well as the improvement of learning interest and language expression ability. There was little difference in interpersonal aspect and adaptability before and after penetration, but the students' ability to analyze and solve problems was improved. (3) in the process of applied research, we found that their communication ability was much higher than that before. The speech shows confidence in study and life, good emotional state, and willing to share mutual help with other students, class members get along well, classroom atmosphere is active. To sum up, the applied research of EQ education in biology teaching has enriched the content of biology teaching in junior high school, the interest of students in learning biology course has been obviously increased, the ability of autonomous learning has been enhanced, and the overall situation of EQ has been improved. It promotes the all-round development of students, improves the teaching quality of biology course, realizes the goal of three-dimensional teaching, and infiltrates EQ education into teaching process is feasible and effective. It also provides basic data for the teaching reform of permeating EQ education in biology teaching.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.91

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